Building Skills for Effective Teams (BSET)
Starting January 2018 through January 2019 CCHN and the Center of Nursing Excellence will host Cohort III of the Building Skills for Effective Teams (BSET) training. BSET, a highly-rated training program designed specifically for Community Health Centers (CHCs), focuses on expanding participants’ leadership expertise, interpersonal knowledge, and emotional intelligence needed to confidently function within their CHC’s integrated care teams and quality improvement efforts.
Over the course of a 12-month period, the program will include four 3 day workshops with ongoing team coaching between sessions, and the implementation of a Uniform Data System (UDS) quality improvement capstone project.
Workshops will focus on providing and practicing in real-time an expanded set of skills and abilities needed to develop, lead, and be part of effective inter-professional and integrated care teams.
CHC teams will learn about team building elements through the inter-professional collaborative practice analysis; implementation of the evidence-based Team Excellence model; development of a team capstone focused on a UDS quality measure; and exploration of ongoing leadership, communication, emotional intelligence, DiSC work style inventory, strengths assessment, and conflict resolution skills reinforcement.
This training is intended to support CHCs’ quality initiative projects such as: team based care; PCMH (patient centered medical home); SIM (State Innovation Model), Evidence Now Southwest; and CHC integrated care implementation, transformation, and advancement.
Please see below for details on the training program, information on how to register, and who to contact with questions.
All members of the team must commit to attend all scheduled dates.
Session 1 of 4: January 18-20, 2018
Session 2 of 4: March 21-23, 2018
Session 3 of 4: May 9-11, 2018
Session 4 of 4: June 20-22, 2018
Final Capstone Presentation: January 18, 2019
Day 1: 12:30pm – 4:30pm
Day 2: 7:30am – 4:30pm
Day 3 First Session: 7:30am – 4:30pm
Day 3 Second thru Fourth Sessions: 7:30am – 1:00pm
Rocky Vista University College of Osteopathic Medicine
8401 South Chambers Road
Parker, CO 80134
Please note Session I day three will be held at Goddard Middle School in Littleton to accommodate the high ropes course.
Cost and Registration
Cost: $475.00 per person (Includes meals, drinks, and snacks for 13 days of training.)
Registration closes January 2, 2018.
Components of BSET Teams
Teams must include at least two providers from the following professions: primary care physicians, physician assistants, nurse practitioners, dentists, psychiatrists, psychologists, LCSWs, marriage and family therapists, and other licensed behavioral health providers.*
Teams can range in size from five to seven CHC staff members.
Remaining team members can be any other member of the team such as registered nurses, case managers, behavioral health staff, medical assistants, dental assistants, and other frontline clinical and nonclinical support staff who work with primary care providers.
* CHCs interested in this training opportunity but unable to meet the two provider requirement should email Kim Moyer at email@example.com.
Capstone and Coaching
Over the course of the year together, teams will complete a UDS quality metric-focused capstone project and complete a final presentation.
After sessions two, three, and four, teams will huddle weekly for team-building and capstone work.
The year-end capstone project will help to provide additional focus to the learning process and culmination of skills.
Team coaching throughout the year will be provided from the Center for Nursing Excellence.
Teams will meet with coaches for up to three 1-hour coaching sessions.
Team coaching sessions focus on new skill integration, creating a solution-focus approach to completing capstone, and team-building strategies.
The curriculum of the course integrates many team-building principles based on extensive research by Dr. Carl Larson related to “When Teams Work Best.”
Each session builds on the previous with the intention of providing participants with an opportunity to effectively integrate skills and apply concepts with real-time team problem-solving within their CHC. A brief description of each of the four workshops is described below.
Session 1 of 4
The purpose for this session is on setting the stage for developing inter-professional collaborative practice teams through understanding when teams work best and getting to know self and team-mates. Content will focus on:
• Defining team and essentials for team effectiveness.
• Identifying challenges facing inter-professional and integrated care teams in CHCs.
• Applying emotional intelligence and personality behavioral workstyles to inter-professional and integrated care teams to appreciate differences and respect diversity (Debrief the EQ-I & DiSC).
• Introduction to communication and handling conflict in inter-professional and integrated care teams.
• Overview Team Reflective Practice: Establishing Huddles.
High Ropes Course (4 hour) for trust building and integration of feedback and communication.
Session 2 of 4
The purpose of this session is to support each team to examine the results of their Team Excellence assessment in order to plan a Team Capstone and begin integrating the Team Excellence principles. Content will focus on:
• Team exercise for engagement and integration of emotional intelligence.
• The Power of Declaration and understanding strategies for overcoming barriers to success and strengthening team accountability.
• Concepts of intentional action and change for enhancing team performance.
• Introduction to Team Coaching and Team Coaches.
• Debrief the findings of the Team Excellence Assessments in order to identify team priorities for action related to the eight dimensions of a team.
• Skill-building in the eight dimensions of a team through a 3-hour Low Ropes.
• Overview of CCHN’s Patient Engagement Toolkit and Resources related to social determinants of health.
• Integration of the action items from the eight dimensions of a team into a capstone plan focused on UDS measures and social determinants.
• Practicing skills for integrating team concepts into larger clinic teams.
Session 3 of 4
Focus on the required non-technical skills for working effectively in teams.
• Team sharing related to capstone success and challenges to identify opportunities for networking for opportunities to share resources across clinics.
• Creating team civility with mutual respect and accountability.
• Effective communication and conflict resolution with cognitive rehearsal scripts.
• Establishing healthy individual and team boundaries.
• Thriving in times of change: enhancing engagement and decreasing resistance.
• Asking powerful questions to create a culture of inquiry within teams.
• Strategies for creating an engaged and healthy workplace.
Session 4 of 4
This session will pull all the concepts of when inter-professional and integrated care teams work best together for sustainable and long-lasting change for quality improvement. Content will focus on:
• Examining the impact of competition versus collaboration on team effectiveness.
• Identification of strategies to enhance team perseverance through change.
• Identify strategies for handling mistakes and learning opportunities within teams.
• Application of core value to appreciation of team members as team-building.
• Dialogue strategies for implementing inter-professional and integrated care delegation concepts within teams.
• Identification of strategies for inter-professional and integrated care quality improvement.
• Develop a team resiliency plan.
• Apply all skills through a final team challenge exercise.
• Creating an experimental mindset for perseverance.
High and Low Ropes Course
Description: The Challenge Course involves a variety of activities that often include warm-ups, games, group initiative problems, low and high challenge course elements and other rigorous physical adventure activities. The level of participation in all programs and activities is at all times completely up to the individual. Yet, as in any vigorous and challenging physical activity, there are risks of injury and/or emotional discomfort that must be considered by participants. All participants will be given a disclosure statement and release of liability to sign.
The disclosure states: “To insure that all participants have control over their own personal safety, we have adopted the philosophy of “Challenge By Choice”. At all times, participants in the Challenge Course activities are completely in control of their own level of participation. During our programs you need to do or attempt to do only those things with which you are relatively comfortable. Each participant must listen carefully to all instructions and briefings, set his or her own goals free of the influence of the group’s goals, and make a decision as to his or her level of participation and inform others of that choice. No one will force you to do anything. The choice is clearly your own.”
Low ropes activities are guided activities completed in an indoor setting with a team. There is only one activity where ropes are used with low physical challenge. This activity includes some blindfolded team members and some un-blindfolded members. The goal is to effectively communicate and work together while navigating a room with some obstruction to complete a task. Other activities are similar but do not include ropes and rather use thought process and strategies to efficiently complete tasks as a team.
Capstone Details: UDS Requirements for Quality Improvement Project
The following are guidelines we use with the participants for the UDS Capstone project:
- Think, consider, research, and develop the project concept – During Workshop #2 each team will be provided the collated results of the Team Excellence Assessment. From these results, each team will be guided to develop an action plan for team building. Using this Action Plan and at least two priority UDS quality measures (or other relevant quality measure for non-clinical teams) for your clinic, you will design a capstone project. This may require doing a literature search on your topic/idea to see what is already examined.
- Develop a plan/education plan – The format for your plan is up to the team. In class, we will be guided by Carl Larson’s 8 critical elements for team effectiveness. Based on the team assessment, you will prioritize your plan to include: what you want to do; the rationale for what you are going to do; who will complete each component; when the team will achieve milestones; and how much it will cost (as appropriate – with time and resources). If you have any questions or suggestions on how to format, please contact Deb Center.
- Create measurable objectives – This may be the most difficult aspect of your project. It is important that you determine how and what can be measured /counted that demonstrates the impact/difference your project has made to your team and clinic’s outcomes. With your team coach, we will support you to be realistic while challenging your team to raise the bar of expectations!
For each goal, we will ask the team to be clear about measuring success. What requires baseline data before you begin? How will you measure outcomes in one year?
For the project, the grant requires the following data collections and measurements:
At least two UDS quality Measures: with data at baseline, at end of year and 1 year post capstone.
Patient Satisfaction: data will be submitted for 1 year prior to start of capstone, at baseline (start of capstone), at project end, and one year following implementation. Team retention data at baseline, mid-project and one year follow-up. Team member Team Excellence Scores.
Feedback related to the program, coaching and workshops.
- Huddles, Documentation and Tracking – As part of the program, we expect the team to participate in weekly team-building huddles and team coaching. Each team will identify a process for tracking and recording the themes for these sessions to expedite summarizing at the end of the program. Documentation will be respectful of confidentiality and team agreements. To plan, identify how the team will document and track the huddles, team coaching topics, and team-building capstone progress to include in your final capstone report? Who will be responsible for tracking? What format will you use to share this with all team members? How can this be used to write the final report?
- Final Report – a final team written report will be submitted electronically to Deb Center before the capstone celebration. (A form for this report will be sent to each team in a Word Document to ease in submitting this report) The report format must include:
- An Overview of the Capstone Plan
- Identification of at least 2 UDS quality Measures and Capstone Goals – based on Team Excellence Assessment Action Plan
- Summary of Capstone Project Milestones and Team Lessons Learned
- Outcomes related to quality measures and capstone goals.
- Reflection of how Team Coaching impacted the project results and team performance.
- Reflections by each team member related to the impact of participating in this project to their learning and team performance.
- Brief Reflection by Clinic Leadership on the impact of this project to the Clinic.
- Data requirements: pre-project, baseline and end results with a plan for submitting requirements one year following capstone completion.
- Plan for disseminating outcomes to the rest of the team and other clinics.
- Name of all team members participating in the Capstone Project.
- Dissemination of Team Outcomes: The capstone completion and celebration event will allow all teams to reconnect and share capstone outcomes with other clinics. We ask that all teams plan to attend and present briefly an overview of their capstone, the UDS quality measures tracked, and their outcomes. Presentations can be done with discussion, Power Points, Posters, or handouts – per the preference of the team. Each team will designate a spokesperson to share the findings during the program. This is an opportunity for each team to highlight their successes and lessons learned as well as learn from the outcomes of other Community Health Clinics. More information will be provided as available.
- Is it one capstone project per team or per person on the team?
It is one capstone project per team.
- How much time will we need to budget from our work week to work on the project? Estimate or what other teams have done.
With past teams, the times have varied. It really is dependent on UDS measures and Capstones. It also depends on what is available as far as resources for data collection to get baseline and end of year data. Capstones could also be more work related as it could relate to policy and/or procedure change in the CHC.
- What is the time commitment for the coaching from the Colorado Center for Nursing Excellence?
The Team Coach will meet with the entire team from the first training session on a regular basis through the final capstone/celebration day. Coaches will help guide and facilitate ongoing team development; complete the team capstone project; and support the completion of the required project data collection. The frequency and timing of the coaching sessions will be scheduled by the team and coaches based on the team’s action plan.
The coaching sessions will be held either by teleconference, webinar, or face-to-face meeting based on the convenience of the group and/or geographic proximity. The minimum to meet with team coach in once a month however as the teams get more settled in the program they could choose to meet more or less with their coach.
- Does the program provide CE and CME credit?
No, not at this time.
- How strict is the commitment to attend all scheduled dates? Would we need to exclude anyone who cannot commit to all dates?
It is important that team members commit to attend all scheduled dates. Unfortunately you would need to exclude those who cannot commit to attend all scheduled dates. However, exceptions may be made on a case-by-case basis depending on extenuating circumstances.
Please contact Kim Moyer at firstname.lastname@example.org or 303-867-9514 with any questions.